If you’ve been following me here for a while, you already know the kind of work I’m passionate about.

I’ve shared updates, ideas, and small wins over the years, but today feels a little different.

This time, I wanted to take a step back and share more about why I’ve been on this journey, and what I’ve learned from the incredible people I’ve had the chance to work with and listen to.

I’ve lost count of how many times I’ve heard this sentence:
“I love the work. But keeping up? That’s a different story.”

It’s almost a universal language among school-based therapists.
SLPs and OTs, you know exactly what I mean.

Documentation piling up.
Sessions back-to-back.
IEPs.
Meetings you didn’t even know about until someone pulls you out of your room.

Every time I sat with a therapist and listened to their day-to-day struggles, I couldn’t help but think of my own family, people close to me who are SLPs themselves.
I saw how they came home exhausted, not because of their students (they love their students), but because of everything else.

And honestly? That hit me hard.

Talented, passionate therapists doing everything right, yet stretched so thin that burnout wasn’t just a risk, it felt inevitable.

That’s what sparked my drive to build something different.

Not just another tool.
Not just another platform full of shiny features.

We focused on one thing: respect.
Respect for therapists’ time, their energy, their expertise.

We wanted to give back a sense of control, to cut through the noise and let therapists focus on what matters most: their students.

So if you’re reading this and feeling like you’re carrying too much right now…
Please know: you’re not alone, and it’s not your fault.

The system isn’t built to make it easy for you. But I believe it can change.
With better tools. With smarter systems. And with real conversations that keep pushing things forward.

That’s been my mission, and it’s far from over.

Here’s to doing the work we love, without losing ourselves along the way.

In the world of special education, communication is the foundation for meaningful growth. ✨

Recently, I worked with a vibrant 5-year-old student named Adam. Although he could vocalize words, he struggled with purposeful communication. His needs for toys, food, and assistance often went unmet simply because he lacked an effective way to express them.

Through the use of Functional Communication Training (FCT), we introduced structured, meaningful alternatives to his communication attempts. By teaching Adam simple, functional phrases paired with visual supports, we opened a door, empowering him to replace frustration with connection.

Functional communication isn't just a strategy; it's a critical step toward autonomy, dignity, and learning.

Today, I’m sharing a glimpse into how FCT can transform a child's world, one request at a time.

I've recently published a new blog post reflecting on the often-invisible challenges our students navigate daily. Drawing from my personal experience with Temporomandibular Joint (TMJ) issues, I explore how physical discomfort, sensory sensitivities, anxiety, and other factors can significantly impact a student's ability to learn and thrive. This reflection underscores the critical importance of empathy and a holistic understanding of our students' experiences in educational settings.

You can read my full thoughts here: https://mrsspeechonline.blogspot.com/2025/04/hidden-battles-how-tmj-gave-me-insights.html

"bilingual children talk later"

I hear this ALL the time and it is NOT true! Early language milestones are similar for bilingual and monolingual children. If a child is not meeting these milestones, you should talk to a speech-language pathologist!

What questions do you have about bilinguals?

Why Is He Always Throwing Things

When I first met Ayaan (name changed), a 5-year-old autistic boy in my classroom, his days were filled with unpredictability, for both of us. He would run to the door multiple times, throw toys across the room, and burst into giggles at seemingly random moments. Verbal instructions didn’t land. He seemed inattentive, overwhelmed, and unreachable.

One morning, as I was picking up the same toy he had thrown for the fourth time, I paused and asked myself: "What if this isn’t misbehavior? What if this is a cry for structure?"

That simple question changed everything.

We started small: a visual schedule with just four steps, a consistent arrival routine, and movement breaks between tasks. Within weeks, he began checking the visual chart on his own. The throwing lessened. He stayed longer at the table. And for the first time, he waited in line during snack time.
It wasn’t magic. It was predictability, and it made his world feel safer.

Just published a new blog post on my Mrs. Speech Online website exploring a crucial aspect of stuttering therapy: moving beyond just fluency strategies to truly understanding the experience of individuals who stutter. I delve into why this understanding is so vital, especially for older students who may feel frustrated and unheard. Check it out and share your thoughts!

https://mrsspeechonline.blogspot.com/2025/04/empowering-kids-who-stutter-knowledge.html

#StutteringAwareness #SpeechTherapy #UnderstandingStuttering #StudentVoice

As SLPs, we know the importance of seeing the full picture. My new blog post explores how incorporating rating scales from various stakeholders – parents, teachers, and students – can significantly enrich our understanding of a child's functional communication abilities across different environments. "Unlock the Power of Questionnaires/Rating Scales in Your SLP Evaluations" provides actionable strategies for a more comprehensive and collaborative assessment process.

Read the article: https://mrsspeechonline.blogspot.com/2025/04/unlock-power-of-rating-scales-in-your.html

#slp #speechandlanguage #communication #assessmentandevaluation #interprofessionalcollaboration #functionalcommunication

There is no wrong way to raise a bilingual child.

Bilingualism is a gift you can give your child that will open doors of opportunities. AND IT WILL NOT CAUSE CONFUSION OR DELAYS.

Here are the 5 most common methods:
1️⃣ One Parent, One Language:
In this approach, each parent consistently speaks a different language with their child. This clear separation helps the child associate each language with a specific parent, making it easier for them to distinguish and learn.

2️⃣ Minority Language at Home
Parents create a language-rich environment at home where the minority language is dominant. Reading, playing, and communicating in the minority language ensures your child is immersed in it, reinforcing their language skills.

3️⃣ Time and Place
Parents designate specific times or places for each language. For example, weekdays could be for one language, and weekends for another or home is minority language and everywhere else the majority language.

4️⃣ Mixed Language Families
Family members to use their native language when interacting with the child. (just try to avoid using Spanglish).

5️⃣ Outside Resources
Parents leverage resources beyond the family structure. Monolingual parents may enroll their child in bilingual programs, find language apps, or visit cultural events and communities where the target language is spoken.

I was raised as a Minority Language at Home and raised my daughter as an Outside Resource family.

Let me know in the comments what method you use.

How to Create a Speech Therapy Schedule: A Step-by-Step Guide

https://ittybittyspeech.com/how-to-create-a-speech-schedule/

How to Collaborate with Teachers and Create a Speech Therapy Schedule

https://aperfectblendteaching.com/how-to-collaborate-with-teachers-and-create-a-speech-therapy-schedule/